functions of education manager

What Does an Education Manager Do?

Find out what an Education Manager does, how to get this job, salary information, and what it takes to succeed as an Education Manager.

The Education Manager plays a significant role in shaping the learning and development landscape within an organization or educational institution. This position involves overseeing the creation, implementation, and evaluation of educational programs designed to meet the learning needs of various audiences, ranging from students to professionals seeking to enhance their skills. By collaborating with educators, subject matter experts, and stakeholders, the Education Manager ensures that the curriculum is relevant, engaging, and aligned with the latest educational standards and industry trends. Their efforts contribute to fostering an environment that supports continuous learning and development, ultimately leading to improved performance and outcomes for learners. Through strategic planning and effective management of educational resources, the Education Manager facilitates a culture of knowledge sharing and professional growth.

Education Manager Job Duties

• Develop and implement educational programs and curricula that align with the institution’s goals and regulatory standards.
• Recruit, hire, and train educational staff, including teachers, lecturers, and support personnel, ensuring they meet the qualifications and standards required.
• Evaluate educational outcomes and teacher performance, utilizing student feedback, test scores, and observation to ensure high-quality instruction.
• Manage the budget for educational programs, including allocating funds for resources, staff salaries, and program development, ensuring financial efficiency and sustainability.
• Facilitate collaboration among staff to promote a cohesive educational environment and encourage the sharing of best practices and innovative teaching methods.
• Oversee the maintenance and procurement of educational materials and resources, ensuring they are up-to-date, relevant, and accessible to both staff and students.
• Coordinate with external organizations, including educational bodies, accreditation agencies, and community groups, to establish partnerships and ensure compliance with external standards and expectations.
• Implement and manage technology integration in the learning environment, overseeing the adoption of educational software, online learning platforms, and interactive teaching tools to enhance the learning experience.

Education Manager Salary & Outlook

Factors affecting an Education Manager’s salary include years of experience, size and type of institution (e.g., public school vs. private corporation), specific educational field expertise, and additional responsibilities such as curriculum development or overseeing large teams. Leadership skills and a track record of improving educational outcomes can also significantly influence earnings.

• Median Annual Salary: $65,625 ($31.55/hour)
• Top 10% Annual Salary: $135,000 ($64.9/hour)

The employment of education managers is expected to grow faster than average over the next decade.

This growth is driven by the increasing demand for quality education, curriculum development, and educational technology integration. Education Managers will be pivotal in adapting educational institutions to new learning methodologies, ensuring compliance with educational standards, and overseeing the implementation of innovative educational programs and policies.

Education Manager Job Requirements

Education: An Education Manager typically holds a Bachelor’s Degree in Education, Educational Leadership, or a related field, with many advancing to a Master’s Degree or Post-Baccalaureate Certificate for higher competency. Coursework often includes curriculum development, educational psychology, administration, and leadership. Majors in specific subject areas can also be beneficial, depending on the focus of the educational programs they intend to manage. Advanced degrees may focus on strategic planning, policy analysis, or specialized educational techniques.

Experience: Education Managers typically progress into their roles with a blend of hands-on experience in educational settings and formal training programs. A significant portion have experience in teaching or administrative roles, gradually taking on more responsibility over time. On-the-job training is common, often involving mentorship under seasoned managers to learn the nuances of educational leadership, curriculum development, and staff management. Experience in project management, strategic planning, and educational technology is also valuable, preparing candidates to effectively oversee educational programs and initiatives.

Certifications & Licenses: Certifications and licenses are not typically required for the role of Education Manager.

Education Manager Skills

Curriculum Development: Education Managers utilize their deep knowledge of subject matter and pedagogical strategies to create engaging, relevant, and comprehensive educational programs. They ensure learning objectives are efficiently met, aligning curriculum with educational standards and the evolving needs of students to foster an environment ripe for continuous improvement and innovation in teaching and learning.

Learning Management Systems: Proficiency in these platforms allows Education Managers to organize, distribute, and track educational content and training programs effectively across various departments or student groups. Analyzing learning outcomes and adapting educational strategies to meet diverse learner needs becomes streamlined with this skill.

Educational Leadership: Leaders in education set strategic visions and goals that resonate with the institution’s mission and the needs of its students, promoting excellence and continuous improvement. Their ability to inspire, motivate, and guide teachers and staff towards these objectives ensures a cohesive and collaborative effort that enhances the learning experience.

Stakeholder Engagement: Engaging with parents, teachers, students, and community leaders, Education Managers ensure educational programs meet the expectations and needs of all stakeholders, creating a supportive and collaborative environment. Active listening and responsive strategies enhance learning outcomes and strengthen school-community relations.

Assessment Design: Education Managers create evaluations that accurately measure student learning and progress, understanding the balance between rigorous academic standards and the diverse learning styles and needs of students. Tailoring assessment methods facilitates meaningful feedback and promotes effective learning outcomes.

Professional Development Programs: By designing and implementing tailored training initiatives, Education Managers enable teaching staff to enhance their pedagogical techniques and subject matter expertise. Evaluating current educational trends and staff performance helps create impactful development opportunities that align with institutional goals and improve student outcomes.

Education Manager Work Environment

An Education Manager typically operates within an office setting, often within a school or corporate training facility. This environment is equipped with standard office tools and technology, including computers, projectors, and educational software, facilitating the development and implementation of educational programs. Workspaces are designed to be functional and conducive to both individual planning and collaborative meetings with educators, staff, and occasionally, students.

The work hours for an Education Manager can vary, sometimes requiring evening or weekend commitments to align with educational programs or events. However, there is generally some flexibility in scheduling, acknowledging the need for work-life balance. Dress code tends to be professional, yet adaptable to the day’s activities, whether that be leading a workshop or conducting administrative duties.

The culture within the educational setting emphasizes continuous learning and development, not just for students but for staff as well. This fosters a supportive and dynamic social environment where interaction with a diverse group of individuals is a regular occurrence. Health and safety protocols are closely adhered to, ensuring a safe environment for all. Travel may be required for conferences or training events, adding variety to the role. Overall, the position of an Education Manager is marked by a blend of strategic planning, team collaboration, and a commitment to fostering educational excellence.

Advancement Prospects

Education Managers can ascend to higher administrative roles within educational institutions, such as Director of Education or Academic Dean, by demonstrating exceptional leadership and innovative program development. Advancement often involves taking on larger projects or overseeing multiple departments, showcasing an ability to manage complex educational ecosystems effectively.

To achieve these positions, Education Managers should focus on developing strategic partnerships and initiatives that enhance the institution’s reputation and student outcomes. Success in securing grants or additional funding for educational programs can also be a critical factor in promotion.

Engaging in policy development and implementation at the institutional level can further highlight an Education Manager’s capability to influence and drive educational excellence, making them strong candidates for senior leadership roles. Demonstrating a track record of improving teaching standards and student performance through innovative approaches is essential for progression in this career path.

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Management Notes

Functions of Educational Management – 8 Major Functions | Management

An education management system encompasses a number of functions and responsibilities that are designed to make sure that educational institutions are run efficiently and effectively.

Schools, colleges, universities, and other educational organizations rely heavily on these functions for smooth functioning and continuous improvement.

Functions of Educational Management

Table of Contents

Let’s examine these functions in more detail:

1) Planning:

A fundamental part of educational management involves defining goals, objectives, and strategies that will help you achieve them. It encompasses both short-term and long-term planning.

A curriculum planning process, resource planning process, and timeline creation process are part of planning in educational institutions.

To ensure educational programs align with educational objectives and meet the needs of students, curriculum planning involves determining their scope, sequence, and content.

A resource planning process involves identifying and allocating resources that support educational activities, including teachers, instructional materials, facilities, and technology.

The establishment of timelines makes it easier to organize and schedule different activities, such as curriculum implementation, assessments, and extracurricular activities.

In order to achieve desired educational outcomes, educational institutions need to have a clear direction, be prepared to address challenges, and have a clear plan.

2) Organizing:

A function of educational management that involves structuring and arranging resources in order to facilitate educational achievement.

As part of this function, the educational institution must create an efficient organizational structure that optimizes coordination and collaboration among its stakeholders.

In addition to setting up administrative systems, scheduling classes, creating assignments, and allocating budgets, organizing entails a variety of tasks.

A well-defined administrative structure ensures smooth communication and decision-making processes by assigning roles and responsibilities.

The class schedule enables students to take advantage of instructional time while facilitating the delivery of diverse educational programs.

It is important to assign teachers to specific subjects or grade levels according to their qualifications and expertise when creating teaching assignments.

By allocating budgets effectively, educational institutions can maximize their resources and create an environment conducive to teaching and learning by optimizing their financial resources.

3) Staffing:

It is crucial to educate teachers, administrators, and support staff that they are properly recruited, selected, and placed in those roles.

Staffing is the process of ensuring that quality education is provided by the right people with the appropriate skills and expertise. To determine the staffing needs, enrollment, class size, and program requirements must be considered.

The recruitment process begins with the advertisement of job openings, followed by a screening process, interviews, and qualifications assessment.

As part of the selection process, candidates are selected based on their qualifications, experience, and expertise, aligned with the institution’s vision and mission. Once selected, they are placed in appropriate positions.

In addition to professional development opportunities and performance evaluations, staffing also includes career advancement pathways and career development opportunities.

To deliver high-quality education, educational institutions need competent and motivated employees.

4) Directing:

It is part of educational management to guide and supervise teachers’ and other staff’s activities in order to achieve educational goals.

The role requires providing instructional leadership, fostering a positive learning environment, promoting effective teaching practices, and managing student behavior.

In the field of instructional leadership, high academic standards are set, innovative teaching methods are promoted, and teachers are supported in their professional development.

In order to foster a positive learning environment, students need to feel motivated, respected, and supported in an inclusive environment. To enhance teachers’ instructional skills, it is necessary to provide resources, training, and feedback.

As part of managing student behavior, discipline policies must be established, behavior management strategies must be implemented, and positive student engagement must be promoted.

In addition to supporting the professional development of educators, educational institutions can enhance teaching and learning outcomes through effective directing.

5) Coordinating:

In educational management, coordination is a crucial function that involves harmonizing the efforts of various departments and individuals within the institution as a whole.

Facilitating communication and collaboration among teachers, administrators, students, parents, and other stakeholders is included in it.

By coordinating efforts across multiple areas of the institution, educational programs and services are kept cohesive and consistent.

Developing a collaborative culture, facilitating regular meetings and discussions, and establishing clear lines of communication are essential components of effective coordination.

Through coordination, curriculum planning, instructional practices, and assessment strategies are aligned across departments.

By collaborating with external stakeholders, such as parents and community organizations, educational initiatives are more engaging and supported by the community.

Coordination facilitates efficiency and reduces duplication of effort in educational institutions, creating a cohesive learning environment.

6) Monitoring and Evaluation:

Educational management involves monitoring and evaluating educational programs and activities to determine their effectiveness and progress.

As part of monitoring, data are collected and analyzed about student performance, teacher effectiveness, curriculum implementation, and resource utilization.

An evaluation is an assessment of the quality and impact of educational programs, policies, and practices based on the collected data. Monitoring and evaluation helps educational institutions identify strengths, weaknesses, and improvement areas.

Through monitoring and evaluation, informed decisions can be made, evidence-based interventions can be developed, and education can be improved.

Education institutions are also held responsible for their performance through monitoring and evaluation, since they can demonstrate their effectiveness to stakeholders and policymakers.

7) Financial Management:

Financial management is one of the most crucial functions of educational management that involves planning, budgeting, and controlling financial resources that support educational activities.

Financial accountability refers to preparing budgets, allocating funds, monitoring expenditures, and ensuring accountability. As part of financial management, resources are optimized and transparency and efficiency are ensured.

It is part of planning and budgeting that financial requirements are estimated for educational activities, including curriculum development, teacher training, infrastructure maintenance, and student support.

In order to achieve the institution’s goals and priorities, budgets are prepared based on these estimates. Depending on the needs and priorities of each department and program, funds are allocated based on the budgeted resources.

In order to ensure funds are used appropriately and within the allocated budget, expenditures must be monitored.

Keeping accurate financial records, conducting audits, and complying with financial regulations and reporting requirements are all part of financial accountability. Managing financial resources effectively ensures educational institutions have access to the resources they need.

8) Stakeholder Engagement:

Engaging stakeholders is a vital part of educational management. It involves involving and collaborating with a variety of stakeholders, including students, parents, teachers, administrators, community members, and policy makers.

Engaging stakeholders fosters the sense of ownership and collective responsibility that contributes to the educational institution’s success.

A few of these activities include involving parents in decision-making processes, gaining input from stakeholders, and forming partnerships with community organizations.

By involving students in decision-making processes, we empower them and create a learning environment that is student-centered.

It is beneficial to parents and guardians to be involved in their children’s education in order to strengthen a collaborative relationship and parent involvement.

Education initiatives can benefit from collaborating with community organizations and businesses who can provide additional resources, expertise, and support.

By engaging policymakers, institutions can advocate for educational reforms, secure necessary funding, and align educational policies with their goals.

Educational institutions can create a supportive and inclusive learning community through effective stakeholder engagement.

As a result, the functions of educational management, such as planning, organizing, staffing, directing, coordinating, monitoring, and evaluating, financial management, and stakeholder engagement, are vital to ensuring effective and efficient educational operations.

To ensure quality education, to support the professional growth of educators, to foster a positive learning environment, to meet the diverse needs of students and the community, these functions work together in synergy.

The educational manager’s role is to develop and grow individuals, ensure the success of educational institutions, and improve the overall education system.

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What They Do

What does an Educational Manager do?

An educational manager is responsible for organizing educational strategies and managing learning resources, following the standard curriculum and guidelines. They coordinate with instructors and other educational institutions to develop teaching practices and adjust curriculum objectives as needed. Educational managers also handle department budgets, allocating adequate resources and materials to support students' learning and activities. An educational manager must have excellent knowledge of the teaching strategies, as well as educational disciplines, to handle concerns related to educational objectives.

• Responsibilities
• Skills And Traits
• Comparisions
• Types of Educational Manager

Educational manager responsibilities

Educational managers play a crucial role in coordinating the work of a school team or community. They manage media and public relations activities, support governmental affairs programs, and promote community outreach programs. They also develop and propose innovative strategic alliances with educational institutions to provide technical and professional development. In addition, educational managers evaluate external vendor capabilities for e-learning content development and delivery. According to Professor of Education, Albert Boerema from Calvin University, "An important part of leadership development is becoming aware of one's shadow mission and developing strategies to not let it deflect you from the true task."

Here are examples of responsibilities from real educational manager resumes:

• Manage and administer curricula, learners, tests, and practica via third-party LMS.
• Charter and manage eLearning initiative including software purchase, and technology direction.
• Develop training materials and create presentation documents for patients and medical staff.
• Prepare scripts and PowerPoint presentations for meeting sessions.
• Keep website and Facebook page up to date.
• Conduct BLS and ACLS training to hospital staff.
• Calculate and report resident duty hours to ensure ACGME compliance.
• Design and implement online instruments for course evaluation and RFP submission.
• Plan and teach weekly childbirth education, breastfeeding and infant CPR to expecting families.
• Explain in detail various math concepts in easy-to-understand terms in preparation for the GED test.
• Design and coordinate with an outsource agency for the creation of the company's web site and Facebook page.
• Maintain oversight of budgets, train and supervise and evaluate 30 full-time and part-time faculty for satellite and computer course delivery.
• Reformat PowerPoint presentations used in courses.
• Head curriculum creation and program oversight.
• Facilitate relationships between students and surrounding colleges and universities.

Educational manager skills and personality traits

We calculated that 13 % of Educational Managers are proficient in Patients , Education Programs , and Project Management . They’re also known for soft skills such as Business skills , Collaboration skills , and Instructional skills .

We break down the percentage of Educational Managers that have these skills listed on their resume here:

Developed culturally appropriate curriculum for various disease management programs targeting pediatric obese patients and adults with battling Type 2 Diabetes.

Collaborated with pharmacists in all professional settings (retail, hospital and academic) to develop continuing education programs.

Designed curriculum and facilitated professional development courses in Client Service Management, Global Diversity, Leadership Development and Project Management.

Developed and proposed innovative strategic alliance with local technical college to provide technical and professional development for exempt and non-exempt employees.

Direct departmental operations for patient care delivery.

Planned, developed, and delivered product training programs creating confidence and competence in magnetic navigation, ultimately driving clinical adoption.

Most educational managers use their skills in "patients," "education programs," and "project management" to do their jobs. You can find more detail on essential educational manager responsibilities here:

Business skills. One of the key soft skills for an educational manager to have is business skills. You can see how this relates to what educational managers do because "training and development managers must understand business operations in order to match training with business goals." Additionally, an educational manager resume shows how educational managers use business skills: "direct the business activities of the providence hospital graduate medical education department. "

Collaboration skills. Another soft skill that's essential for fulfilling educational manager duties is collaboration skills. The role rewards competence in this skill because "training and development managers need strong interpersonal skills because delivering training programs requires working in concert with staff, trainees, subject matter experts, and the organization’s leaders." According to an educational manager resume, here's how educational managers can utilize collaboration skills in their job responsibilities: "build new collaborations with schools and community organizations to continue to bring new ideas and resources. "

Instructional skills. educational managers are also known for instructional skills, which are critical to their duties. You can see how this skill relates to educational manager responsibilities, because "training and development managers need to understand the fundamentals of teaching and lesson planning." An educational manager resume example shows how instructional skills is used in the workplace: "developed training materials using standard instructional design and evidence based practice with state of the art and multimedia techniques. "

Leadership skills. A big part of what educational managers do relies on "leadership skills." You can see how essential it is to educational manager responsibilities because "managers are often in charge of a staff and programs." Here's an example of how this skill is used from a resume that represents typical educational manager tasks: "collaborated with hospital leadership staff to create and implement policies and ensured safe patient care through staff compliance. "

Communication skills. Another common skill required for educational manager responsibilities is "communication skills." This skill comes up in the duties of educational managers all the time, as "training and development managers must clearly convey information to diverse audiences." An excerpt from a real educational manager resume shows how this skill is central to what an educational manager does: "developed training programs with team to support value and price communication to implement new pricing strategies for clients. "

Most common educational manager skills

The three companies that hire the most educational managers are:

• Cordis 52 educational managers jobs
• Learning Care Group 36 educational managers jobs
• North Country School 27 educational managers jobs

Choose from 10+ customizable educational manager resume templates

Compare different educational managers

Educational manager vs. director, learning and development.

A director of learning and development is primarily in charge of spearheading efforts to improve the workforce in a company. Their responsibilities revolve around conducting strategies to find out areas that need improvement, coordinating with departments and staff, producing various training programs that will sharpen the employee's skills, and crafting skills assessment activities. There are also instances when a director must create progress reports and presentations, manage schedules, and liaise with clients and stakeholders. Furthermore, as the director, it is essential to implement the policies and guidelines of the company.

There are some key differences in the responsibilities of each position. For example, educational manager responsibilities require skills like "patients," "education programs," "patient care," and "powerpoint." Meanwhile a typical director, learning and development has skills in areas such as "human resources," "instructional design," "learning solutions," and "development strategy." This difference in skills reveals the differences in what each career does.

Educational manager vs. Development vice president

A development vice president is in charge of overseeing the operations in a company, ensuring a smooth workflow and efficient workforce. Their responsibilities revolve around creating strategies to develop optimal procedures and services, setting goals and sales targets, identifying the strengths and weaknesses of operations to spearhead improvements, coordinating with analysts and marketing experts to assess the market and consumer needs, and monitoring the progress of different projects. Furthermore, as a development vice president, it is essential to implement the policies and regulations, creating new ones as needed.

Each career also uses different skills, according to real educational manager resumes. While educational manager responsibilities can utilize skills like "patients," "education programs," "patient care," and "powerpoint," development vice presidents use skills like "java," "development finance," "oversight," and "c++."

What technology do you think will become more important and prevalent for Educational Managers in the next 3-5 years?

Assistant Professor of Education, North Central College

Educational manager vs. Director of staff development

Directors of Staff Development schedule and publicize staff development activities as per the established guidelines to promote professional development . They perform personnel functions to achieve budget objectives, enhance personnel productivity, and maintain adequate staffing. Furthermore, these professionals research crucial information to develop new programs matching staff training needs. Also, Directors of Staff Development monitor professional development services to achieve performance results as per the department and budget objectives. They develop plans and programs for the effective utilization of company resources.

There are many key differences between these two careers, including some of the skills required to perform responsibilities within each role. For example, an educational manager is likely to be skilled in "education programs," "project management," "patient care," and "powerpoint," while a typical director of staff development is skilled in "educational programs," "resident care," "in-service training," and "quality care."

Educational manager vs. Training development director

A training development director spearheads and oversees programs designed to provide training and development services to employees, typically in a corporate setting. Among their responsibilities include developing career and training plans, performing research and analysis to identify the needs of employees, conducting skills assessments, gathering and analyzing data, setting goals, establishing guidelines and timelines, and liaising with external parties such as suppliers and vendors. Moreover, a training development director leads and encourages teams to reach goals, all while implementing the company's policies and regulations.

Even though a few skill sets overlap between educational managers and training development directors, there are some differences that are important to note. For one, an educational manager might have more use for skills like "patients," "education programs," "patient care," and "powerpoint." Meanwhile, some responsibilities of training development directors require skills like "human resources," "training development," "leadership development," and "organizational development. "

Types of educational manager

Training manager.

• Director Of Training
• Development Vice President
• Development & Program Manager
• Regional Training Manager

Updated April 25, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

What Similar Roles Do

• What a Customer Development Manager Does
• What a Development & Program Manager Does
• What a Development Vice President Does
• What a Director Of Staff Development Does
• What a Director Of Training Does
• What a Director, Learning And Development Does
• What an HSE Manager Does
• What a Manager Does
• What a Manager & Instructor Does
• What a Manager, Learning & Development Does
• What an Organizational Development Manager Does
• What a Professional Development Director Does
• What a Regional Training Manager Does
• What a Sales Development Manager Does
• What a Senior Training Manager Does

Educational Manager Related Careers

• Customer Development Manager
• Director Of Staff Development
• Director, Learning And Development
• HSE Manager
• Manager & Instructor
• Manager, Learning & Development
• Organizational Development Manager
• Professional Development Director
• Sales Development Manager
• Senior Training Manager

Educational Manager Related Jobs

Resume for related jobs.

• Development & Program Manager Resume
• Development Vice President Resume
• Director Of Staff Development Resume
• Director Of Training Resume
• Manager Resume
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Article contents

Educational management.

• Richard Lynch , Richard Lynch Assumption University of Thailand
• Poonpilas Asavisanu , Poonpilas Asavisanu Assumption University of Thailand
• Kanog-on Rungrojngarmcharoen Kanog-on Rungrojngarmcharoen Srinakharinwirot University
•  and  Yan Ye Yan Ye Assumption University of Thailand
• https://doi.org/10.1093/acrefore/9780190264093.013.701
• Published online: 29 May 2020

Educational management is one of a trilogy of overlapping concepts, along with educational administration and educational leadership. These three concepts are related but nonetheless possess definitional differences depending on where the terms are applied.

The complexity of educational management as a concept is evidenced by its inclusion of related but subsidiary though important notions such as ethics, culture, and diversity within differing educational systems. The overall purpose of educational management is to effectively and efficiently create and maintain environments within educational institutions that promote, support, and sustain effective teaching and learning, but how those key objectives are set and the means by which they are attained may differ significantly depending upon education system or level and across educational cultures. In striving to accomplish these goals, educational managers, through thoughtful practical application of management principles, enlist and organize a society’s available resources to attain the educational goals that have been set by that society’s political leaders. As such, the various educational goals set by differing societies to which educational managers at all levels of the educational system must respond are by definition changeable along with changing socioeconomic conditions within a society and the disruption occasioned by the rapid development of digital technologies used as management tools. Educational management, while guiding planned change, must be responsive to unplanned, disruptive change created by rapid changes in both social structures and cultures as well as advances in digital technologies. This is where the element of educational leadership that directs and guides the entire process of educational management and administration takes on particular importance. Leadership includes both manager and teacher professional ethics and is expressed within a variety of theories of ethical leadership in education that respond to cultural imperatives in differing societies. Educational management must be responsive to both global and local changes due to technological developments that directly impact teaching and learning through changes in curriculum in terms of pedagogical and assessment practices. It is in how educational management as a discipline evolves to effectively meet the needs of educational systems contingent upon the challenges derived from technological, social, cultural, and economic changes sweeping the globe in the first decades of the 21st century that will determine the effectiveness and efficacy of management practices going forward. Effectively and innovatively managing change is the primary challenge facing educational management locally, regionally, and globally in the decades ahead.

• educational management
• educational administration
• educational leadership
• globalization
• team building

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Education management, monitoring and evaluation

Education management relies on complex institutional and organizational administrative arrangements mobilizing resources such as teachers, educational infrastructures, materials, and equipment to deliver quality education services to the population. Access to accurate and timely information is critical for ministries of education to implement, monitor and evaluate administrative and educational processes.

For decades, UNESCO has been providing technical assistance and capacity development services on education management, monitoring and evaluation to Member States, mobilizing its network of field offices and specialized institutes (notably IIEP and UIS). UNESCO also promotes the development of standards, methodologies, and tools to help governments strengthen their education management capacities and setup digitalized information systems (EMIS).

Education sector management refers to the administration of the education system. Its overall goal is to create and maintain environments within education administration and educational institutions that promote, support, and sustain teaching and learning effectively and efficiently. To provide quality education, governments need to ensure availability of relevant educational services for learners on a day-to-day basis. This requires efficient institutional and organizational arrangements for mobilization of resources such as teachers, educational infrastructures, materials, and equipment, as well as strong capacities to organize and manage these resources in an optimal and cost-effective manner while ensuring that delivery of education services translates into quality learning outcomes for learners. 

Inadequate management capacity at different levels of ministries of education and in schools can hinder the success of education sector reforms and plans and the delivery of quality education. Many countries face difficulties in using resources effectively to improve education services because they lack management capacity. 

To be efficient, education management relies on accurate and timely information to implement, monitor and evaluate administrative and educational processes. Education Management Information Systems (EMISs) play a cornerstone role in that regard, enabling decision-makers, administrative employees, and education practitioners to access critical information required to drive their work. Information technologies offer new pathways and opportunities for education sector management and monitoring and evaluation, allowing governments to establish real-time data systems informing decisions and education practices at all levels. Yet, the global digital divide remains a reality and UNESCO advocates for the implementation of realistic and carefully designed data, monitoring and evaluation systems aligned with capacities available in countries. 

For decades, UNESCO has been providing technical assistance and capacity development services on education planning, management and monitoring and evaluation to Member States, mobilizing its network of field offices and specialized institutes (notably IIEP and UIS). UNESCO promotes the development of standards, methodologies, and tools to help governments strengthen their capacities.  

Join a global community of EMIS experts and practitioners

A generic and open source digital toolkit to strengthen national EMIS

on UNESCO Institute for Statistics web site

Education system management

on UNESCO International Institute for Educational Planning

rely on paper-based information systems to inform planning and management

use student IDs to inform management, planning and education sector performance monitoring

remain unable to precisely locate schools they are managing

More publications

How to become an Education Manager

Education managers may be responsible for a number of activities in the educational sector, ranging from the development of policy to the development and review of course curricula and teaching materials. They may have an advisory role, preparing reports, information papers and submissions, or they may advise senior management or interdepartmental committees on education strategies and initiatives. They may also be involved in the management of educational systems at regional, district or state levels, and may have to manage financial and physical resources, or recruit educational officers.

• Related Courses

Personal requirements for an Education Manager

• Good written and verbal communication skills
• Good analytical and problem-solving skills
• Good leadership and organisational skills
• An interest in education
• Effective people management skills
• Able to work under pressure and remain calm in stressful situations.

Duties & Tasks of an Education Manager

Education managers may perform the following tasks:

• Provide educational leadership to teachers, principals and administrative officials of education institutions in the development and coordination of educational programs.
• Oversee educational research aimed at providing new directions for the educational system
• Represent the organisation on committees to identify present and future needs within the educational system, and plan, develop and modify facilities and programs
• Manage the evaluation of new approaches and development of new courses
• Organise and conduct workshops and conferences to train teachers in new programs and methods
• Apply for and manage funding for new educational programs
• Manage processes relating to school reviews, teacher assessment and education planning in primary and secondary schools
• Prepare or oversee the preparation of reports and information papers
• Manage the provision of education in rural or remote areas, or within specific institutions.

Working conditions for an Education Manager

The working conditions of education managers may vary depending on the nature of their position. Educational managers who coordinate the delivery of education in regional or remote areas may have to travel, as may those who work at the federal level. Education managers who work within state departments or educational institutions may not need to travel, as their focus may be on the management of education for a specific institution or district.

Specializations

Education manager, related courses.

Graduate Certificate of Education

Macquarie university.

Graduate Certificate in Academic Foundations

University of canberra, graduate certificate in educational leadership, graduate certificate in stem education.

Master of Leadership and Management in Education

University of newcastle.

CQUniversity Australia

Doctor of Philosophy - Education

Curtin university.

Master of Education (Online)

Edith cowan university ecu.

Graduate Certificate in Tertiary and Adult Education

Murdoch university.

Master of Philosophy (Education)

The university of notre dame australia, request information update, education officer, school principal, teacher - primary, teacher - secondary.

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Educational management: meaning, definition and types.

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Read this article to learn about the meaning, definition and types of educational management.

Meaning of Educational Management :

The origin of the development of educational management as a field of study began in the United States in the early part of the twentieth century. Development in the United Kingdom came as late as the 1960’s. Educational management, as the name implies, operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development observed in several disciplines or fields like business, industry, political science, economics, administration and law. So while defining the meaning of the term educational management can be said that, “Educational management is a complex human enterprise in which different resources are brought together and made available to achieve and to accomplish the desire and expected goals or objectives.

It is being mainly a human endeavor should be properly planned without emphasizing the rigid application of mechanical and physical principles. It is fundamentally a social organisation where inter human relationships must play a major role. For success of educational management, there must be adequate freedom and flexibility on the one hand and necessary discipline and decorum on the other hand in the educational institution.

Thus management of education or educational management implies the practical measures for ensuring the system to work for achieving the goals or objectives of an educational institution. So educational management operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development has drawn heavily on several disciplines like economics, sociology and political science. But some specialists in this area have propounded their views in the form of giving their definitions on educational management which are given below.

Definitions of Educational Management :

School management, as a body of educational doctrine, comprises a number of principles and precepts relating primarily to the technique of classroom procedure and derived largely from the practice of successful teachers. The writers in this field have interpreted these principles and precepts in various ways, usually by reference to larger and more fundamental principles of psychology, sociology and ethics. —Paul Monore

“Theory and practice of the organisation and administration of existing educational establishments and systems.” —G. Terrypage and J.B. Thomas

To him management implies an orderly way of thinking. It describes in operational terms what is to be done, how it is to be done and how we know what we have done. Management is a method of operation and good management should result in an orderly integration of education and society. —Shelly Umana

In the light of above discussion it is clear to visualize that educational management is a comprehensive effort intended to achieve some specific educational objectives. It deals with the educational practices, whereas educational philosophy sets the goals, educational psychology explains the principles, educational administration tells how to achieve educational objectives and principles. It is the dynamic side of education.

It deals with educational institutions – right from the schools and colleges to the secretariat. It is concerned with both human and material resources which are essential. Because the degree of success of the educational management of any educational programme depends upon the degree of co-ordination and organisation of these resources.

Types of Educational Management:

1. human resources:.

Human Resources of an educational institution comprise the entire staff, both the teaching and non- teaching – teachers, clerks, researchers and other elements such as students, parents, members of the community, members of the managing or governing body and departmental officials. Management of human resources is of vital importance at present and calls for selection, recruitment, appointment, hire, retention, development and motivation of the personnel to achieve the educational objectives.

The individuals involved in the process should be provided with adequate facilities for reaching the highest levels of achievement and for improving the professional growth to the maximum. So an educational institution or organisation in order to be effective and efficient has to ensure that there are right type of people with the right skills, in the right place and at the right time for carrying out the various jobs and services.

For this human resource needs are to be identified. Proper selection and recruitment are to be made, demands and supply of services be properly matched and suitable forecasting be made about the future requirements. There are problems of working conditions, promotion prospects, appointment and transfer, motivation and security, career development and so on which have to be handled with sympathy, understanding, fellow feeling and co-operation on the one hand and proper sense of commitment and accountability and involvement on the other hand.

2. Physical and Material Resources:

For every organisation or institution, basic infrastructure in concrete terms is essential. Buildings, playgrounds, equipment’s, furniture’s, machineries and stationeries are required for various practical purposes. Libraries, laboratories, auditorium and so on are part and parcel of an educational institution for organizing different curricular and co-curricular programmes.

The modern age of science and technology has made it possible to equip the educational institution with various media and materials, electronic gadgets including radio, television computers, projectors of many kinds and traditional aids like illustrations, models, charts, maps etc. at reasonable prices.

Like human resources, there must be proper identification of physical resource needs, installation, maintenance and the most important thing is their proper utilization. But the material resources must be of right type with right specifications to be available in the right place and at the right time so that the educational goals can be realized without difficulty, duplication and wastage. It is also necessary that physical resources should have adequate flexibility, adoptability and stability for meeting the future needs and conditions.

3. Ideational Resources:

The resources which are mostly based on ideas and ideals, heritage, image are the curriculum, methods of teaching, innovations and experiments. Like the individual, every organization has its own personality with integrity, its own culture and its own values which are unique and influential for the smooth functioning and effective management of the institutions for creating motivation and self- pride among individuals.

All these create feelings, belongingness, involvement and self-satisfaction among the personnel for working and implementing the programmes in educational institutions. At last it can be said educational management will be meaningful if there will be a great deal of co-ordination and inter relation among these three resources. The cause is that all these three resources are interdependent and immensely contribute to holistic development of every educational institution as a whole.

Hence educational management in broader perspective says about:

(i) Setting directions, aims of objectives of educational organisations or institutions.

(ii) Planning for progress of the programme.

(iii) Organising available resources—People, time, material.

(iv) Controlling the implementing process.

(v) Setting and improving organisational standards.

In the light of above discussion on the meaning of management in education it implies the practical measures to activate the system of work will be the best possible assistance or measures in achieving the goals or objectives in a wider extent bearing the best possible value to the students and the society in a grand scale.

Related Articles:

• Educational Management : Aspects and Scope
• Human Resource Management: it’s Meaning, Definition and Nature

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Education Department vows 'full-scale review' of financial aid office after FAFSA debacle

The Education Department said Thursday that it is taking steps to improve operations at its Federal Student Aid office after months of delays and errors with this year’s overhauled Free Application for Federal Student Aid. The form, known as FAFSA, had a botched rollout, disrupting decision timelines for current and prospective college students and schools across the country.

In a letter to staff members Thursday, Secretary Miguel Cardona said the agency was conducting a “full-scale review of FSA’s current and historical organization, management, staffing, workflow structures, business processes, and operations,” as well as vendor contracts.

In addition, the department is shaking up the office’s leadership and bringing on a team of information technology experts to help with FAFSA next year, among other efforts.

“For half a century, Federal Student Aid (FSA) has helped millions of Americans access higher education,” Cardona wrote. “Today, FSA maintains the same mission. But like any organization, its methods and scope of work have changed dramatically over time, and the environment where it now operates is continuously evolving.”

The Education Department has hired the Boston Consulting Group to recommend ways to improve the FSA office, an agency spokesperson told NBC News. It is also working to improve oversight and accountability, Cardona said in his letter, adding that “transformational changes” at the office will be “informed by input from students, educators, and experts in systems design.”

The agency has tapped Denise Carter, the acting assistant secretary for finance and operations, to lead FSA in the interim as it searches for a new executive after Richard Cordray announced his departure in late April. He is set to stay on through early July, the spokesperson said.

Cardona said the agency welcomes guidance from the Office of the Inspector General and lawmakers, many of whom have pressed the department in recent months over its flawed overhaul of FAFSA, which Congress ordered in 2022.

Federal Student Aid has processed all of the 10.3 million FAFSA forms that had been submitted as Wednesday, the Education Department spokesperson said. After having cleared its backlog in recent weeks, officials have smoothed out a process that pushed schools to delay financial aid offers, sometimes by months, and left students making tough decisions about their futures .

FAFSA completions were down only 15.5% as of May 17, according to the National College Attainment Network, a significant improvement from an almost 40% drop in March. (The Education Department spokesperson said completions are only about 11% lower.)

“As we implement these changes at FSA, we remain committed to ensuring its core functions continue,” Cardona said in his letter. “We are working tirelessly to help all students have access to the resources they need to attain higher education.”

Haley Messenger is a producer at NBC News covering business and the economy.

Role Call: Universities, schools partner to train more qualified teachers, but shortage persists

Across Florida, school districts and universities are partnering on potential solutions to the state’s pervasive teacher shortage — among the worst in the nation.

In Miami, Orlando and Bradenton, taxpayer dollars are supporting paid internships, full-ride scholarships for master’s degrees and free college courses, in hopes of incentivizing students to become teachers, specifically in the highest need areas: elementary grades, special education and STEM subjects.

"It’s moving the needle, but only a very, very small amount relative to the number of vacancies you have.”

In Role Call , a monthslong statewide reporting project, WLRN visited classrooms around the state, interviewed prospective and early-career teachers, consulted local and national experts and conducted a survey of more than 100 education majors at public colleges throughout Florida. What we found is that these programs are successful or promising — but too small to solve the shortage.

“They are providing more teachers into the workforce, but the number of teachers they’re providing is fairly small, relative to the size of the teacher labor market in Florida," said Tuan Nguyen, a researcher from Kansas State University. "It’s moving the needle, but only a very, very small amount relative to the number of vacancies you have.”

As of January, there were more than 4,000 advertised instructional vacancies across the state, according to the Florida Education Association, a statewide teachers' union. That is an improvement over the prior year, when vacancies exceeded 5,200. For context, there are about 185,000 teachers in Florida.

Those who do become teachers are leaving the profession sooner, according to a study conducted by the University of Florida. Even before the pandemic, 40% of Florida’s new teachers left the classroom within their first five years in the profession, state records show . This is 15% to 20% above the national average, depending on the year.

And even though starting salaries are up, enrollment in college and university education programs is down. Interest in the profession is dwindling.

Every classroom that's missing a qualified teacher has a negative impact on students and schools, said FEA president Andrew Spar.

“[School districts] solve the problem by hiring long-term substitutes and temporary teachers to fill these positions, but they’re not professionally trained to deliver the instruction — and students suffer," he said.

Through our research, WLRN learned more about some potential policy changes that could narrow the gap:

• Requiring college students who are studying education to spend more time in classrooms working under the guidance of mentor teachers.
• Paying student teachers or interns for their work in schools.
• Placing more emphasis on classroom management in training programs, especially for alternatively certified teachers who might have subject area expertise but lack teaching experience.
• Increasing teacher pay, not only to recruit new teachers but also to retain experienced teachers. 
• Leveraging community ties to entice prospective teachers, such as placing them for clinical experiences in schools they or their family members attended.
• Designing marketing campaigns that destigmatize teaching or change the often negative narrative surrounding it.
• Exposing kids to the field of teaching and education from a young age. 
• Encouraging middle and high school students to get experiences working with younger children. 
• Recruiting more men into the profession.

Universities, school districts partner on solutions

Taxpayer dollars are funding efforts to address the shortage, in the form of incentive programs at universities and school districts across Florida.

The University of South Florida Sarasota-Manatee is partnering with the School District of Manatee County on an internship program that requires college students to spend more time working under the guidance of mentor teachers before they have their own classrooms. A key feature of the program: it pays $15 an hour.

Thomas Burt was part of the first paid internship cohort last year, and now he teaches third grade in Bradenton. At least eight out of 10 interns from the 2023 cohort are now working in Manatee schools.

He noted that his classmates who did internships in Hillsborough and Pinellas counties weren't paid for their student teaching experiences.

"That is something that’s really unique about Manatee County," he said. "And I’m proud that they provide that for their full-time interns, because it is a lot of work."

The Sarasota County school district also pays interns, and Pasco County provides a small stipend.

When Burt began teaching, he had earned a bachelor's degree in communications studies and a temporary teaching certificate, but he did not have classroom experience. He went back for his master's from USF to gain the pedagogical and behavior management skills he felt he needed to be successful.

"Immersing myself into that environment and into that profession — it was definitely a wake-up call, where you know this is definitely something you’re passionate about and it’s your calling, but you also need to do your part of professional development and know that you’re doing the job the right way," he said.

Cheryl Ellerbrock, dean of education for USF's Sarasota-Manatee campus, said clinical experiences are key.

"If you want to train teachers for the profession and then also have them stay, they need to understand the realities of their work environment," she said.

In Orlando, the University of Central Florida’s Project Bridges aims to address the shortage of special education teachers by offering master’s degrees paid for by the U.S. Department of Education. The U.S. DOE spends $115 million annually on programs like these across the country and has been investing in them since 2006.

The catch: scholarship recipients must pay back their loan through service. For every year of education, they must teach in special education for two years.

Haley Thrift, who teaches students with disabilities at a K-8 charter school in Orlando, said earning her master’s in Exceptional Student Education through Project Bridges leveled up her teaching skills.

“It changed my life for the better and it changed my life in this field," she said. "It’s made a huge impact on my students and the way that I teach, so it’s definitely worthwhile.”

Thrift said the most valuable part of the program was learning to collaborate.

"It can be a big team” serving students with special needs, she explained, including "the students’ parents, therapists, speech pathologists, physical therapists and occupational therapists.”

Since UCF’s Project Bridges' first iteration in 2015, a total of 56 ESE teachers have graduated with a master’s degree. Federal data show more than 90% of recent scholarship recipients are working in their field until they’ve met their service obligation. That's either two or four years later, depending on the student.

Unfortunately, the U.S. DOE does not collect data beyond the two- or four-year service obligation, so it's unclear if these educators are continuing to teach special education after that time period.

Nguyen, the researcher from Kansas State University, said long-term data is needed to measure effectiveness of the program.

"In terms of keeping track of, 'Hey, how much money do we spend, how long do they stay in the profession, where is the need the greatest?' We have to be able to know these things in order to come up with solutions," he said.

Projections show that for the upcoming school year, there will be more than 2,500 vacancies for ESE teachers in Florida.

In South Florida, Florida International University is working with the Miami-Dade and Broward school districts on a program designed to produce more math and science teachers.

FIU is one of 55 universities across the country that employs the national UTeach model, developed at the University of Texas at Austin. The FIUTeach program offers students the opportunity to earn a STEM degree and a teacher certification.

FIUTeach recruits students, in part, by making presentations in STEM classes, in hopes of enticing science, math and engineering majors to take a free teaching course that places them in middle and high school classrooms.

According to the university, the majority of FIUTeach graduates stay and teach in Miami-Dade County Public Schools.

Cynthia Garza spent the spring semester teaching Algebra 1 to freshmen at a Miami high school. She recently earned a bachelor’s in mathematics, with a focus in math education, as part of FIUTeach. Her mentor teacher, Jose Pavon, was also a graduate of the program.

"I like the way FIU focuses on the subject itself," Garza said. "It’s a lot more math classes than you would take if you were to just get a math education degree. … I do think this program helps teachers a lot."

Juan Sanchez, another recent FIUTeach graduate, taught Algebra this spring at his alma mater, Cypress Bay High School in Weston.

“When you see students that hate math or they just don’t want to come to school, they don’t want to wake up early," he said, "but they come and put in the work, they understand, they learn and they have fun in the classroom, it’s just wonderful.”

This story is part of Role Call , a WLRN project produced with support from the Education Writers Association.

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Continuing Education Specialist

• Madison, Wisconsin
• DIVISION OF CONTINUING STUDIES/NONCR GEN
• Teaching and Learning
• Partially Remote
• Staff-Full Time
• Opening at: Jun 3 2024 at 16:00 CDT
• Closing at: Jun 17 2024 at 23:55 CDT

Job Summary:

The Continuing Education Program Specialist is responsible for working with the Coaching Program Development team to create, manage, and grow non-credit, professional coaching education programs to expand the current portfolio of offerings. Ongoing analysis of the market, competition, and the industry will direct efforts to expand programs and remain current. Based on audience preferences, the Program Specialist will also work to determine appropriate modalities and work with other staff for program design and delivery. Responsibilities of this role include working with the Director of Professional Coaching Education and other team members across the unit in planning and scheduling courses, creating budgets, marketing, hiring, and managing subject matter instructors, and working directly with learners. Additionally, the Program Specialist is responsible for managing communications with instructors, public and private sector organizations, and businesses to support the development of custom trainings. A. Research, select, and support Program development and facilitation (25%) 1. Identify growth areas for professional coaching programming through market research and analysis that reflect the changing needs of learners. Document business and growth plans during the yearly planning cycle and throughout the fiscal year. 2. Develop new courses/programs/certificates to complement current professional coaching offerings. 3. Collaborate with the marketing team to support marketing plans that aid growth of programs in the coaching portfolio. 4. Work with other areas within the Division of Continuing Studies to support marketing, administrative, and course development efforts. 5. Undertake ongoing evaluation and update curriculum to support program success. B. Curriculum supervision, dissemination, and instruction (15%) 1. As needed, identify and hire qualified instructors. 2. Coordinate the overall structure of programming to meet learner needs. 3. Provide training for instructors as needed for online delivery of curriculum or other best practices for adult instruction. 4. Ensure best practices with regard to equity, diversity, and inclusion are included as a critical part of every program's design, curriculum, and delivery. C. Facilitation of program and logistical management and delivery (40%) 1. Plan and deliver a portfolio of courses/certificates. 2. Work closely with instructional design and administrative support team members to ensure a high quality, effective, and learner-centric experience for program participants. 3. Work closely with learners, both individuals and organizations. 4. Specific areas of responsibility include, supporting and maintaining the coaching portfolio of courses, and learning evaluation/assessment. 5. Work with marketing, registration, scheduling, and administrative staff to ensure successful and sustainable programs. 6. Communicate regularly with all program stakeholders to ensure quality control. 7. Create reports for noncredit leadership teams. D. Custom training activities (20%) 1. Respond to a wide range of custom training requests across the entire noncredit portfolio by arranging intake meetings with clients to determine immediate and long-term training and professional development needs. 2. Perform background research on companies/organizations. 3. Communicate and follow-up with organizations and businesses to provide additional information and finalize custom training. 4. Engage with instructors, subject matter experts, and Program Managers to coordinate custom training sessions. 5. Create and send custom training proposals in advance of training. 6. Perform administrative tasks to update and organize custom training information. 7. Provide moderation services during virtual training sessions.

Responsibilities:

• 30% Researches and selects curriculum content, assists with the development of course specific materials and resources, and prepares assessment tools regarding specific programs to align with unit objectives and strategy
• 20% Disseminates course updates and newly created content with program stakeholders, solicits feedback, and alters curriculum if appropriate
• 10% Serves as an initial point of contact and facilitates cross-unit communication with colleagues and accreditation resources to obtain relevant and accurate information for the program
• 20% Directs operational logistics of specialized programming segments and communication materials under general supervision
• 10% Identifies subject matter experts to create course materials and teach courses
• 10% Communicates with organizations and businesses to coordinate custom training opportunities

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required: Bachelor's Degree

Qualifications:

Required experience: - 3 years of experience in developing or supporting educational programs. - Experience creating and managing program plans, budgets, and schedules. - Demonstrated experience identifying, hiring, and collaborating with subject matter expert instructors. - Experience engaging with learners, both as individuals and organizations. - Demonstrated ability to use market data and competitive analysis to determine program needs. - Demonstrated ability to work collaboratively with other staff and stakeholders. Preferred other knowledge, skills, abilities or experience: - Experience in forming and expanding partnerships with external organizations/associations. - Experience creating programs in the field of professional coaching. - Experience creating non-credit certificates or micro-credentials. - Experience with Learning Management Systems, such as Canvas, Blackboard, or similar. - Knowledge of best practices for inclusive program design and instruction.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $58,000 ANNUAL (12 months) Depending on Qualifications

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a resume, cover letter, and list of three professional/supervisor references as a part of the application process. References will not be contacted without prior notice. Please ensure your resume and cover letter address how you meet the minimum/preferred qualifications for the position.

Zachary Yafai [email protected] 608-262-3282 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Cont Edu Specialist(TL008)

Department(s):

A93-DIVN OF CONTINUING STUDIES/PATHWAY LEARNING/NONCR GEN

Employment Class:

Academic Staff-Renewable

Job Number:

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Experience Education and Training Advisor - Remote

• Rochester, MN

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The Experience Training, Education, and Coaching Advisor will collaborate closely with teammates and healthcare professionals to develop and implement interpersonal communication skills training.  Virtual training and digital training development along with written conversational guides are primary roles of this position to assist leaders and clinicians in enhancing patient and staff experiences. 

The Advisor will work collaboratively with Senior Advisors, Digital Content Strategist and Leadership to design, build and implement interpersonal training for health care professionals based on needs or goals of departments or organization. Knowledge of Motivational Interviewing, coaching, interpersonal communication skills, adult learning principles and digital development are preferred. The ideal candidate displays flexibility, creativity, human connection, teamwork, and respect.

Responsible for comprehensive assessment, design, development, implementation, and evaluation of Experience Communication Education Programs and process improvement initiatives to support Mayo Clinic's vision and strategic goals. Responsibilities and scope of work includes engaging in broad enterprise, and shield advancing educational training and sustainment. In partnership with X colleagues, works closely with leadership and stakeholders in developing mission-related strategy and influencing change for broad spectrum of needs. 

Leverages experience to address gaps, enhance performance, achieve communication in healthcare goals, and optimize outcomes for business and practice issues Develops curriculum and provides edits on written material using a high degree of ingenuity, creativity, and advanced tools and techniques while driving results in alignment with culture and customer needs. Applies best practice X knowledge and communication in healthcare. Collaborates with business partners and leadership to create experience solutions. Effectively manages and influences cross-functional, matrix and site relationships. 

Ensures a systemic, enterprise viewpoint when engaging and developing training initiatives. Serves as program/project member to support project activities and implementation with guidance from Sr. Advisors and other leaders and team members. Is responsible for understanding external environment challenges, trends, and bring best practice and innovation to X. Seen as a subject matter expert and thought leader related to building world class communication in healthcare to support Mayo Clinic's mission. Serves as spokesperson for X Education and Training. Engages with leadership including presenting to leadership groups across the enterprise.

This Position is 100% Remote; can work from anywhere within the United States.

** Visa sponsorship is not available for this position; Also, Mayo Clinic DOES NOT participate in the F-1 STEM OPT extension program**

During the selection process, you may participate in an OnDemand (pre-recorded) interview that you can complete at your convenience. During the OnDemand interview, a question will appear on your screen, and you will have time to consider each question before responding. You will have the opportunity to re-record your answer to each question - Mayo Clinic will only see the final recording. The complete interview will be reviewed by a Mayo Clinic staff member, and you will be notified of next steps. We value your interest in y the role and look forward to hearing back from you

Bachelor’s Degree in a related field with 5+ years of professional experience in curriculum development and training/facilitation. Minimum of 2+ years of health-care experience. Master’s degree preferred. CAPABILITIES REQUIRED: Skilled in promoting cultural diversity. Extensive knowledge of Motivational Interviewing concepts. Role model for Mayo Clinic values of quality, service, safety, and outcomes, Outstanding communication and interpersonal skills, Strong conceptual and analytical skills, Ability to build partnerships within teams and across departments, Knowledge of patient communication models, coaching models and adult learning theories and learning principles. Extensive consulting skills. Capability to manage multiple projects simultaneously.  Former clinical experience preferred. None.

This position will accept applications until 6/19/2024

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• Open access
• Published: 30 May 2024

Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool

• Lior Naamati-Schneider 1  

BMC Medical Education volume  24 , Article number:  598 ( 2024 ) Cite this article

207 Accesses

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The healthcare industry has had to adapt to significant shifts caused by technological advancements, demographic changes, economic pressures, and political dynamics. These factors are reshaping the complex ecosystem in which healthcare organizations operate and have forced them to modify their operations in response to the rapidly evolving landscape. The increase in automation and the growing importance of digital and virtual environments are the key drivers necessitating this change. In the healthcare sector in particular, processes of change, including the incorporation of artificial intelligent language models like ChatGPT into daily life, necessitate a reevaluation of digital literacy skills.

This study proposes a novel pedagogical framework that integrates problem-based learning with the use of ChatGPT for undergraduate healthcare management students, while qualitatively exploring the students’ experiences with this technology through a thematic analysis of the reflective journals of 65 students.

Through the data analysis, the researcher identified five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT-Prompting Competencies . The findings show that incorporating digital tools, and particularly ChatGPT, in medical education has a positive impact on students’ digital literacy and on AI Literacy skills.

Conclusions

The results underscore the evolving nature of these skills in an AI-integrated educational environment and offer valuable insights into students’ perceptions and experiences. The study contributes to the broader discourse about the need for updated AI literacy skills in medical education from the early stages of education.

Peer Review reports

Introduction

In recent years, the healthcare sector has undergone significant shifts in both local and global contexts. These shifts are primarily attributed to demographic, technological, economic, and political factors. These changes have had a profound impact on the healthcare ecosystem, requiring organizations to adapt their operations and strategies to this evolving landscape [ 1 , 2 ]. In response, healthcare organizations have had to modify their behavior to adapt to this ever-changing reality [ 3 ]. Among the factors that have most significantly affected the healthcare system are technological advancements, automation, and the rise of digital and virtual environments. The impact of these factors gained momentum in December 2019, primarily due to the COVID-19 pandemic. Technological advances, particularly the rise of artificial intelligence (AI) and digital tools, have been central to this transformation, with the COVID-19 pandemic accelerating the need for healthcare systems to adapt and innovate [ 3 , 4 , 5 , 6 , 7 , 8 ]. The integration of AI in healthcare, including the deployment of chatbots like ChatGPT that utilize the Generative Pre-trained Transformer (GPT)—a type of large language model (LLM)—underscores a shift toward digital and AI literacy in medical education and practice. [ 9 , 10 ].

The adoption of AI in healthcare, highlighted by the use of systems like ChatGPT, marks a pivotal shift towards greater digital and AI literacy in medical education and practice [ 9 , 10 , 11 , 12 ]. This reflects the healthcare sector’s broader move towards technological innovation, aiming to enhance patient care and revolutionize healthcare professional training. Incorporating AI, such as ChatGPT, into educational frameworks prepares students for the complexities of modern healthcare, demonstrating AI’s potential to transform both healthcare delivery and professional skill development [ 11 , 12 ].

In the rapidly evolving landscape of AI, where technological developments are occurring at an accelerated pace, there is a significant need for comprehensive research to navigate this ever-changing landscape. In particular, research into the impact of AI on healthcare is still limited, highlighting the urgent need for more focused studies on the implications for medical education and the effective training of healthcare professionals in the use of AI technologies [ 13 , 14 ]. The emergence of LLMs, such as GPT, and their applications in educational frameworks, including chatbots like ChatGPT, has increased the urgency of reassessing the skills required, with a particular focus on digital literacy. This reassessment is essential to determine the continued relevance of these skills or whether a fundamental refocusing is required. Such a re-examination is essential to ensure that the healthcare workforce is adequately prepared for the challenges and opportunities presented by the integration of AI into healthcare practice [ 11 ].

Studies [ 15 , 16 , 17 , 18 ] have identified a significant gap in understanding how digital literacy skills—such as accessing, analyzing, evaluating, and creating digital content—play a role in effectively leveraging LLMs like GPT and their applications, including chatbots such as ChatGPT, within educational frameworks. Furthermore, the successful integration of ChatGPT into educational settings may potentially lessen the reliance on traditional digital literacy skills, prompting a reevaluation of their ongoing relevance [ 19 , 20 ]. This gap underscores the need for more research into the critical role that digital literacy skills hold in the efficient use of technologies like ChatGPT for educational aims, as highlighted by recent literature [ 15 , 17 , 18 ]. ChatGPT’s access to accurate medical information could reduce the need for individual data analysis skills [ 21 , 22 ]. Yet, concerns persist among researchers that its content generation might hinder critical thinking development, including source evaluation and idea generation [ 23 , 24 ].

This qualitative study introduces a pedagogical framework that synergizes problem-based learning with the application of ChatGPT among undergraduate healthcare management students. It aims to qualitatively examine their interactions with this technology, focusing on the transition from traditional digital literacy towards a more advanced AI literacy. This evolution in educational focus is poised to revolutionize the requisite competencies for navigating the dynamic healthcare sector of today.

The rationale behind focusing on ChatGPT stems from its notable accessibility, user-friendly design, and versatility as a comprehensive tool in healthcare settings. Its capability to simulate human-like dialogues positions it as a prime resource for educational initiatives, thereby enriching the pedagogical domain of healthcare management and clinical practices. The unrestricted access to ChatGPT, along with its wide-ranging utility in executing diverse healthcare operations, underscores its capacity to significantly contribute to and spearhead innovation within healthcare education and practices. The selection of ChatGPT, attributed to its approachability and adaptability, marks a strategic endeavor to investigate the impact of artificial intelligence amidst the shifting paradigms of healthcare requirements. Yet, despite the widespread integration of ChatGPT in healthcare, research into the long-term effects and the necessary adaptation of skills and methods remains lacking. [ 11 , 12 ].

Literature review

Ai tools in medical settings.

AI involves creating systems that mimic human cognitive functions such as perception, speech recognition, and decision-making through machine learning. It excels in analyzing data, identifying patterns, and making predictions, offering improvements over traditional data processing. AI’s applications span multiple sectors, including healthcare, at various levels from individual to global [ 25 , 26 ]. The integration of AI into healthcare enhances diagnostic, treatment, and patient care, offering advanced decision-making and predictions [ 9 , 10 , 25 , 27 ].AI technologies enhance clinical decision-making, diagnosis, and treatment by analyzing patient data through machine learning for informed decisions, offering 24/7 support via AI chatbots, and enabling remote monitoring with AI-powered devices like wearable sensors [ 9 , 28 ].

AI facilitates remote patient monitoring, minimizing in-person healthcare visits [ 29 ]. It improves service personalization, with AI assistants managing appointments and reminders, and chatbots streamlining insurance claims, easing provider workloads [ 9 ]. AI automates routine administrative tasks, freeing providers to concentrate on patient care. It streamlines operations, cuts bureaucracy, and analyzes data to improve healthcare management and predict service demand, allowing for better resource allocation. AI’s analysis of patient feedback further aids in enhancing service delivery [ 10 ]. AI integration can transform patient-caregiver dynamics, enhancing diagnosis, treatment, and self-management of health conditions [ 30 ]. While AI integration in healthcare promises significant advancements, it presents challenges, including data management issues and the need for specialized skills.

Sallam [ 14 ] highlights ChatGPT’s potential advantages in healthcare, including enhancing clinical workflows, diagnostics, and personalized medicine. However, challenges such as ethical dilemmas, interpretability issues, and content accuracy must be tackled. In healthcare education, although ChatGPT holds promise for customized learning and creating lifelike clinical scenarios, concerns about bias, plagiarism, and content quality persist. Addressing these concerns necessitates preparing healthcare professionals and students through education and training to navigate the complexities of AI. Additionally, extensive research in these domains is essential [ 6 , 9 , 14 , 31 , 32 ].

Teaching with AI and about AI: advancing education in the digital age

To be able to utilize AI tools effectively and integrate them seamlessly into their everyday work, healthcare professionals need early exposure to AI tools in their education to boost their proficiency and confidence, understanding both their potential and limitations [ 9 , 32 , 33 ]. York et al. [ 32 ] explored medical professionals’ attitudes towards AI in radiology, revealing a positive outlook on AI’s healthcare benefits but also highlighting a notable gap in AI knowledge. This emphasizes the need for enhanced AI training in medical education.

According to Sallam [ 14 ], ChatGPT and other models based on lLLMs have significantly improved healthcare education. They customize responses to student inquiries, curate relevant educational material, and tailor content to individual learning styles. For instance, ChatGPT generates personalized quiz questions, suggests resources to fill knowledge gaps, and adjusts explanations to suit diverse learning preferences. Moreover, it simplifies complex medical concepts, employs analogies and examples for clarity, and offers supplementary materials to enhance comprehension.

Breeding et al. [ 11 ] argued that in medical education, ChatGPT should be viewed as a supplementary tool rather than a substitute for traditional sources. While it offers clear and organized information, medical students still perceive evidence-based sources as more comprehensive. Eysenbach [ 33 ] engaged in a series of dialogues with ChatGPT to explore its integration into medical education. ChatGPT demonstrated proficiency in various tasks, such as grading essays, providing feedback, creating virtual patient scenarios, enhancing medical textbooks, summarizing research articles, and explaining key findings. Nevertheless, it also demonstrated a tendency to produce erroneous responses and fabricated data, including references. Such inaccuracies have the potential to generate student misconceptions, spread misinformation, and cause a decline in critical thinking skills [ 33 ]. Han et al. [ 34 ] conducted a comprehensive examination of ChatGPT’s effectiveness as a pedagogical tool in medical education, focusing on the chatbot’s interaction with delineated educational objectives and tasks. Their findings suggest that while ChatGPT is capable of providing elementary data and explanations, it is not impervious to constraints and sometimes provides incorrect or partial information. The study stresses active learning and analytical reasoning in medical education, emphasizing the importance of understanding basic sciences and the need for expert oversight to ensure AI-generated information accuracy [ 34 ].

Das et al. [ 35 ] evaluated ChatGPT’s efficacy in medical education, focusing on microbiology questions at different difficulty levels. They found that ChatGPT could answer basic and complex microbiology queries with roughly 80% accuracy, indicating its potential as an automated educational tool in medicine. The study underscores the importance of ongoing improvements in training language models to enhance their effectiveness for academic use [ 35 , 36 ].AI implementation in healthcare must be carefully managed to maximize benefits and minimize risks [ 11 , 12 , 35 , 36 ]. With the rapid development of digital technologies and AI tools, particularly in healthcare, students need appropriate resources to use these technologies effectively [ 37 ]. Digital literacy is essential in the 21st century, including skills for interacting with digital content [ 16 , 18 ]. Hence, medical literacy skills should start early in the education of healthcare students.

Digital literacy and eHealth literacy skills

Digital literacy skills encompass a collection of essential abilities necessary for using digital technologies effectively in accessing and retrieving information [ 38 ]. These skills are often viewed as foundational digital literacies that are critical for full participation in the digital era [ 39 ]. The European Commission emphasizes the importance of digital literacy for employability and citizenship. They advocate for policies and programs to enhance digital skills across all segments of society. The EU aims for 70% of adults to have basic digital skills by 2025, focusing on analytical, evaluative, and critical thinking abilities crucial for assessing digital information’s quality and credibility [ 40 ]. Individuals need these skills to discern biases and misinformation in various media formats [ 16 , 17 , 41 ] and evaluate the credibility of online sources [ 42 ]. Critical thinking is crucial for distinguishing between accurate information and misinformation [ 43 ], while data literacy is essential for interpreting data and detecting misleading statistics [ 44 ]. These competencies are fundamental for navigating today’s complex digital information landscape.

eHealth literacy, which incorporates the digital skills needed to access and utilize medical information from digital platforms [ 45 ], is gaining recognition as an integral component of overall health literacy. Enhanced online medical literacy is vital for healthcare professionals and administrators [ 46 ] to adapt to changing demands and improve care management within evolving healthcare paradigms [ 47 ]. Additionally, acquisition of digital competencies has been identified as a valuable strategy that healthcare providers and managers can use to manage the psychological effects of heightened workloads and uncertainty, such as the fear, stress, and anxiety emerging from the COVID-19 pandemic [ 48 ]. These skills enable individuals to use AI as both an independent tool and a supplementary aid in decision-making. However, addressing challenges like bias and academic integrity is crucial when integrating AI into medical education [ 32 , 33 , 49 ]. Critical thinking skills are essential for analyzing digital information, identifying inconsistencies, and evaluating arguments. In today’s era of misinformation, users must verify the accuracy of online content and distinguish between reliable sources and hoaxes [ 43 ]. Data literacy skills are also crucial for interpreting data accurately, detecting misleading statistics, and making informed decisions based on credible sources in the digital age [ 44 ].

Research on digital literacy emphasizes the importance of analytical and evaluative skills. Morgan et al. [ 17 ] found that higher education students struggle most with evaluating digital content for bias and quality. They excel in social literacy skills like communication. This highlights the need to prioritize adaptability in digital literacy, integrating industry-relevant experiences into education to ensure students can navigate and critically assess digital information for real-world applications.

Indeed, since the introduction of ChatGPT in 2022, it has been beneficial in various educational contexts. Nevertheless, concerns have been raised about potential inaccuracies and misinformation that may affect student learning and critical thinking [ 20 ]. Moreover, the potential redundancy of certain digital skills as a result of ChatGPT’s capabilities has also sparked discussions on changing educational objectives [ 19 , 21 , 22 ]. The development of ChatGPT may replace some digital skills as it takes over tasks previously expected of students. Researchers [ 21 , 22 ] argue that it is constantly improving its ability to access accurate medical information, providing reliable advice and treatment options from reputable sources. This ability may render the need for individuals to be adept at information retrieval and evaluation redundant. In other words, ChatGPT’s growing proficiency in tasks such as translation, text summarization, and sentiment analysis, and its ability to generate content like movies [ 23 ] may potentially lead to the underdevelopment of critical thinking skills, including the ability to evaluate source quality and reliability, formulate informed judgments, and generate creative and original ideas [ 24 ]. Indeed, the integration of AI into the healthcare sector raises critical questions about the nature and scope of the digital skills required in the future [ 19 , 20 ].

As AI advances, essential digital competencies may need reassessment to keep pace with technology. This requires forward-thinking digital literacy initiatives, particularly in healthcare education and practice. Proactively addressing the potential impact of AI on human interactions with digital healthcare technologies is critical. This will ensure that healthcare professionals and students are skilled in current digital practices, and prepared for the evolving role of AI in the sector. Despite the swift integration of AI tools in healthcare, and applications like ChatGPT, research on their long-term impacts, effects on users, and the necessary adaptation of skills and methodologies in the ever-evolving learning environment remains insufficient [ 11 , 12 , 15 , 17 , 18 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 ].

This study aims to address the intersection of AI adoption in healthcare and its implications for medical education, specifically focusing on the skills required by healthcare professionals. With the rapid incorporation of AI, into healthcare settings, there is an urgent need to reassess the digital literacy skills traditionally emphasized in medical education. This reassessment prompts questions about the ongoing relevance of these skills as AI technologies continue to evolve and expand their role in healthcare [ 13 , 15 , 16 , 17 , 18 , 19 , 20 ].

Research questions

Given the context, this study aims to explore the following qualitative research questions:

How does a pedagogical framework integrating problem-based learning with ChatGPT affect healthcare management undergraduates’ digital literacy skills?

What are students’ experiences with the combined use of problem-based learning and ChatGPT in their healthcare management education?

How do students perceive the shift towards AI-relevant skills as a result of engaging with this integrated pedagogical approach?

Methodology

Methodological approach.

The present research adopts the case study methodology, which entails in-depth empirical research of a current phenomenon within its real-world context [ 50 ]. This approach involves collecting data on human activities within a defined time and space setting, thereby facilitating an understanding of the various processes occurring within the research case. In qualitative research, and particularly in case study research, themes are formulated from the participants’ narratives, thus allowing for the development of arguments or generalizations derived deductively from participants’ statements [ 51 ]. By focusing on our research questions and using a methodological framework that emphasizes depth and context, the study aims to shed light on the transformative impact of AI on medical education and the development of the skills required for future healthcare professionals.

The research was conducted and analyzed by the researcher, who has a PhD in Healthcare Management and over 15 years of experience in qualitative analysis. Her expertise ensures a deep understanding of the study’s qualitative data. Throughout the research, she engaged in continuous reflexive practices to evaluate how her subjectivity and context influenced the study. This included reflecting on her assumptions, considering power dynamics with participants, aligning research paradigms and methods, and understanding the research context [ 59 ].

Participants and research population

The study involved 89 third-year undergraduate students enrolled in a Health System Management degree program, specifically participating in a course on Service Quality in the Healthcare System during the 2023 academic year. The researcher, serving as the lecturer for this course, integrated writing reflective journals into the curriculum as part of the learning process. Following the course’s conclusion and after grades were distributed, the researcher asked students, in adherence to ethical guidelines, if they consented to have their reflective journals analyzed for research purposes, as outlined in the data collection section. Only students who completed all components of the intervention plan outlined for the class were considered potential participants in the research population.

From this group, qualitative data was extracted from the reflective journals of 65 students who consented to participate. The demographic breakdown of this participant subset included 80% females, with an average age of 24.26 years (Standard Deviation = 3.80).

Data collection

Throughout the course, participants were required to keep a reflective journal documenting their learning journey, to be submitted at the end of the semester. The aim of writing the journal was to capture their personal perceptions of their learning experience. They were encouraged to articulate various challenges, obstacles, and positive and negative aspects they encountered [ 52 ]. Specifically, they were asked to describe the main challenges they faced and the obstacles they overcame, and to provide an introspective account of their experiences. The practice of writing a personal journal not only served as a tool for reflection but also helped them adopt a comprehensive perspective on their educational process [ 53 ].

The credibility of the reflective journal prompts was assured by grounding their development in an extensive literature review and expert consultations within the field of healthcare education. This process ensured that the prompts accurately reflected the constructs of interest, facilitating consistent and meaningful student reflections. Content validity was emphasized to ensure the journal prompts were aligned with the study’s objectives and relevant to students’ experiences in healthcare management education. Refinement of these prompts to effectively meet research objectives was facilitated through expert input. A detailed coding scheme was developed, featuring definitions and categories reflecting the study’s aims and insights from the journals. The coding was applied to a subset of journals by the researcher to ensure credibility.

The data were collected from the reflective journals in accordance with the intervention plan outlined in the Instructional Method section. The study carefully complied with several ethical guidelines for research with human subjects. The nature and purpose of the research were fully explained to the students, with particular emphasis on the use of reflective journals to evaluate the intervention plan. The students gave their informed consent and signed consent forms. To ensure confidentiality, participants were informed that all names would be replaced by pseudonyms and all identifying details would be removed from the final research report. They were also explicitly told that the journal entries would be processed anonymously. The research was approved by the college’s Ethics Committee.

Instructional method procedure (intervention plan)

The focus of this study is a required course titled Introducing Quality into the Health System, which had formerly been taught using traditional frontal teaching methods. The study examines the transformation of this course into a course taught using ChatGPT-mediated online guided learning. This innovative learning approach provides learners a comprehensive experience that entails self-directed learning. The approach emphasizes problem-based learning and focuses on identifying ethical dilemmas and analyzing them within organizational contexts. The intervention plan was strategically organized into five primary stages. Each stage comprised a series of carefully constructed steps that were specifically designed to build upon the knowledge and skills acquired in the previous stages, thus ensuring a coherent and cumulative educational progression. Figure  1 summarizes the instructional method.

Initial Familiarization with ChatGPT

At the beginning of the course, students were introduced to ChatGPT to develop their understanding and proficiency with the tool. This involved providing them detailed instructions on effective usage and encouraging them to engage in interactive dialogues with ChatGPT. The aim was to foster a sense of familiarity and ease, thereby facilitating an informal, hands-on learning experience.

Exploratory Analysis of a Dilemma using ChatGPT

In this exploratory stage, students began to examine the topic of hospital accreditation. Through interactions with ChatGPT, they were introduced to the pros and cons of the accreditation process and to the dilemmas posed by following the accreditation guidelines. The issue of accreditation is central to the discourse on how to improve healthcare quality, but it is also fraught with challenges, such as staff shortages and funding issues. Hospitals have had to make significant changes to meet accreditation standards, leading to debates about possible abolition of the accreditation system. While accreditation is crucial for quality control, its associated costs, particularly those related to inspections and the need for additional staff, pose significant challenges. Without proportional funding, compulsory accreditation has placed financial pressures on hospitals, creating a complex dynamic for both the Ministry of Health and healthcare institutions as they navigate the accreditation process.

To explore the topic of accreditation in depth, students were instructed to develop a series of questions to input to ChatGPT aimed at extracting detailed information about the accreditation dilemma. Students engaged with ChatGPT by posing questions and critically analyzing the answers from three perspectives: organizational, healthcare worker, and patient/customer. They iteratively refined their queries to increase precision until they achieved a comprehensive understanding. Following guidelines, they condensed and reorganized the information into a structured paragraph, incorporating the core dilemmas and arguments from each perspective. To meet objectives, students demonstrated digital media skills, including locating and sharing relevant materials, analyzing ChatGPT responses, verifying sources, and assessing content credibility.

Synthesis and Documentation of Concepts Emerging through ChatGPT Interaction

In the third stage, students were required to submit a comprehensive list detailing new concepts, themes, and sub-themes that emerged from their learning experience with ChatGPT. Their submitted list was not limited to the final results, but also included documentation of all stages of their work, including their initial set of questions, their subsequent refinement of these questions, and the process of their development throughout the learning journey. In addition, they were required to provide a final section summarizing the culmination of their exploration and learning process with ChatGPT. This comprehensive approach was designed to demonstrate the students’ engagement and progression with the tool and to highlight their ability to develop their inquiries and synthesize information effectively.

Analytical Structuring of Learning Outcomes

In the fourth stage, students attempted to refine the learning outcomes they had previously generated. Following the established guidelines, their main objective was to identify and highlight the pros and cons of the various arguments related to the dilemmas they had studied, making sure to consider them from different perspectives. The challenge was to present their arguments in a coherent and logical order, for example by comparing budgetary considerations with quality considerations. They were also expected to support each argument with scientific evidence, thereby aligning their analysis with academic accuracy and empirical research. This stage was crucial in developing their ability to critically evaluate and articulate complex issues, particularly in the field of healthcare.

Final project: Integrative Analysis and multidimensional presentation

In the final stage, students developed and presented a final project, building upon their prior work to explore a comprehensive research question or delve into a specific aspect of their study. This included presenting organizational and managerial viewpoints. The choice of format and tools for their project and presentation—ranging from e-posters and slides to video clips, using familiar technologies like PowerPoint and ThingLink—was left to the students. This method fostered diversity and empowered students by allowing them to select their preferred presentation technique. Moreover, the project featured a peer review phase where students critiqued each other’s work through insightful questions and suggestions, enhancing the discussion. This interactive element aimed to bolster critical thinking and collaborative learning.

Summary of instructional method

Reflective Journaling: documenting the Learning Journey

Throughout the semester, students kept a reflective journal, which they submitted at the end of the course. The primary aim of this journal was to document their personal learning experiences. The journal provided a window on their challenges, difficulties and successes they encountered, all viewed through the lens of their own perceptions and experiences.

Data analysis

The present research employed a deductive-inductive method for categorical analysis of the dataset. Integration of these deductive and inductive approaches was essential to facilitate investigation of predefined categories that are grounded in extant literature and theoretical frameworks, as well as to permit the discovery of novel categories that surfaced during the analysis process [ 51 ]. Initially, the deductive stage was conducted, focusing on predefined categories derived from existing literature and theoretical frameworks. Following this, the inductive stage allowed for the identification and development of novel categories based on the data analysis. The inclusion of episodes, thoughts, and feelings expressed by the students in this study serves to reinforce the reliability of the identified themes. The analysis of the reflective journals began with in-depth reading to identify initial themes from students’ narratives. Inductive coding facilitated the identification and development of themes by the researcher, rather than merely allowing them to ‘emerge.’ This active interpretation and organization of the data by the researcher led to a compilation of key insights. After ensuring the reliability and validity of these findings through careful review, the researcher then organized the codes into themes and sub-themes, ensuring they accurately reflected the data and provided a clear narrative of the students’ experiences.

The findings

The researcher’s analysis of the reflective journals actively uncovered five main categories: (1) Use of Literacy Skills; (2) User Experiences with ChatGPT; (3) ChatGPT Information Credibility; (4) Challenges and Barriers when Working with ChatGPT; (5) Mastering ChatGPT Prompting Competencies. Table  1 summarizes the identified categories and subcategories. To further clarify each category, the table includes representative quotations from the data for illustrative purposes. Throughout the manuscript, pseudonyms have been used with quotations. This approach ensures confidentiality and anonymity for all participants.

Use of literacy skills

The category comprising the use of literacy skills, the code refers to instances where participants relate literacy skills such as reading comprehension, searching evaluation of Information, etc., in their interactions with ChatGPT.

It includes three subcategories: Search Strategies and Access to Data in ChatGPT Use; Data Analysis Enhancement with ChatGPT ; and Evaluation of Information in ChatGPT Interactions Search Strategies and Access to Data in ChatGPT Use.

In the reflective journals, the students consistently expressed their high regard for the efficiency and ease of searching for and accessing information through ChatGPT. The chat interface significantly improved the process of retrieving information by removing the necessity to navigate through multiple websites or sources, thereby making the material more accessible. Furthermore, the interface’s user-friendly and accessible content format played a crucial role in significantly enhancing students’ understanding of the material. Shir wrote: The chat was super easy and helpful in making the dilemma clearer for me. It put all the info I needed in one spot, and everything was explained in a way that was simple to understand.

The analysis of the student journals underscored the remarkable proficiency of ChatGPT in rapidly and effortlessly providing information for various tasks. This technology alleviated the necessity for students to delve into multiple sources, offering a direct approach for understanding concepts, interpreting implications, and compiling data for complex issues. ChatGPT’s swift and handy information retrieval supported autonomous learning on the topic. As an accessible and user-friendly tool, it saved considerable time. Moreover, its accessibility and constant availability helped in tailoring learning experiences to fit the learner’s schedule, independent of external factors or intermediaries. ChatGPT’s use of simple, everyday language, coupled with its capacity to deconstruct and elucidate complex concepts, rendered it exceedingly approachable and beneficial for information searches and for enhancing the accessibility of educational content. Lihi also acknowledged the efficacy of ChatGPT in facilitating the rapid acquisition and expansion of her conceptual knowledge. She underscored that the ChatGPT tool obviated the need to consult multiple databases and websites for extracting conceptual information: ChatGPT is really fast and easy to use when you need info on lots of different things. It’s great for finding technical stuff, explaining problems, understanding things better, and getting new ideas on the spot. You don’t even have to go looking for more sources – it’s all right there.

Data synthesis and analysis enhancement with ChatGPT

Analysis of the reflective journals indicates that students found the synthesis, editing, and analysis of content facilitated by ChatGPT to be extremely beneficial. The tool significantly reduced the technical complexity of gathering and synthesizing information from different sources, tasks that had previously been their responsibility. As a result, they were spared the need for synthesizing, editing, and analyzing the raw data, with ChatGPT efficiently performing these functions on their behalf. Meir wrote: ChatGPT really helped us out. It gave us a full picture of the whole process, including the good and bad parts, and how to handle them. We didn’t even need to look at any other info sources at that point .

Evaluation of information in ChatGPT Interaction

The streamlined data collection procedures enabled the students to engage in more advanced learning processes, such as distinguishing between facts and assumptions, differentiating critical from non-critical information, and developing arguments as they advanced to more complex stages. The students observed that although ChatGPT presented data objectively, it did not offer explicit arguments, thus requiring them to actively interpret and formulate their own positions regarding the dilemma and identify the foundational principles for their principal arguments. For example, Miri’s reflections highlighted her need to formulate and develop a stance on the dilemma, which compelled her to engage in critical assessment of the situation:

ChatGPT didn’t really point out which arguments were more important or less important. It kind of listed them all the same way, which made me decide for myself what to focus on. I had to pick the arguments I thought were key and then find evidence to back them up.

Furthermore, the students were asked to support their arguments with evidence from the academic literature, necessitating a thorough evaluation and critical analysis of the information. This process led them to make informed decisions and formulate solutions. In their reflective journals, students documented a cautious approach, emphasizing the need not to simply accept information as it is presented. Instead, they highlighted the importance of thoroughly evaluating the information’s accuracy. Amir similarly addressed this issue, noting his necessity to independently navigate the “thinking part” and acquire the skills to construct strong arguments or effectively employ academic resources: The chat didn’t really help me figure out what’s important and what’s not when I write. It also didn’t teach me how to make strong arguments or how to use academic stuff to back up my points.

User experiences with ChatGPT

This category refers to the qualitative data related to participants’ overall experiences, perceptions, and attitudes towards interacting with ChatGPT. The theme of user experiences is divided into three sub-themes: Time Efficiency using ChatGPT; Accessibility and Availability of ChatGPT; and User-Friendly Dynamics . Overall, analysis of the students’ reflective journals reveals broad agreement about ChatGPT’s user-friendliness and ease of use. Many students noted the chatbot’s intuitive interface and straightforward functionality, which made it accessible to those who may not be tech-savvy. This consensus highlights the effectiveness of ChatGPT as a tool that simplifies information acquisition and supports learning without the typical complexities associated with advanced technological tools.

Time efficiency using ChatGPT

In this sub-category, analysis of the student journals revealed the major time-saving benefits of using ChatGPT for various tasks. ChatGPT successfully eliminated the need for students to sift through numerous sources of information. By providing a straightforward way to understand a concept, grasp its implications, and gather information on complex dilemmas, ChatGPT demonstrated its efficiency in saving students’ time. Riad mentioned the significant time efficiency gained from using the tool, highlighting how it saved him considerable time: You can find out a lot about all sorts of things really quickly. The chat gives you detailed breakdowns and explanations, sorting everything into different arguments and topics; it saves you a lot of time.

Ali also referred to this point: I was not very familiar with the details of accreditation, including its benefits and challenges, but within minutes I was able to grasp its essence and understand the importance of the whole process.

The time efficiency extended not only to data retrieval and collection but also encompassed information synthesis, significantly reducing the amount of time usually required for comprehensive and coherent processing and reformulating of acquired data. Mai observed that the time saved was also because she didn’t need to search for data across multiple sources and combine it together:

The amount of time I save is insane. If I had to search for this stuff on the internet instead of using the chat, it would take me way longer to find an answer. And even after finding it, I’d have to summarize what I found and then rephrase it in my own words, which takes so much time.

Accessibility and availability of ChatGPT

A majority of the students noted that the tool’s immediate accessibility and availability significantly facilitated the personalization of learning approaches. This customization seamlessly interfaced with the unique scheduling needs of each learner, offering flexibility that in traditional learning settings is typically constrained by external factors or intermediaries. Hana highlighted ChatGPT’s anytime, anywhere accessibility through a simple interface, enabling quick and comprehensive responses without the wait for expert assistance: ChatGPT is available to use anytime, anywhere using a simple and convenient interface. This would allow you to get a quick and comprehensive response at any time of the day, without having to wait around for people or experts to help you out.

Lina similarly noted: It’s pretty great how available it is (as long as it’s not too busy…). Any question I have, I get an answer. It saved me a lot of Google searches and reading articles and stuff. I get a quick and clear answer to everything I ask and it’s all super fast.

ChatGPT Information credibility

This category involves instances where participants discuss the credibility, reliability, and trustworthiness of the information provided by ChatGPT. Analysis of the reflective journals showed that interaction with ChatGPT facilitated students’ ability to acquire fundamental knowledge, which could then be expanded upon through subsequent inquiries and verification. Nevertheless, as students proceeded in their tasks, particularly those that required articulating arguments and substantiating their stances on complex dilemmas, they acknowledged the limitations of relying solely on ChatGPT. These limitations focused primarily on concerns about the tool’s credibility in providing sufficiently authoritative information. In this regard, Ofri appreciated ChatGPT’s quick access to information but expressed concerns over its credibility and occasional inaccuracies, leading to unexpected disappointment:

I have found that ChatGPT has a lot of good points. It can quickly give you a lot of information on so many topics and you can really use that information. But I have also learned that this tool has its drawbacks. It is not always right, and it certainly doesn’t always give you things that are based on solid academic facts. Sometimes ChatGPT just makes things up. To be honest, realizing this was a bit of a shock to me.

Students also noted that they were often faced with an overwhelming amount of information, some of which was irrelevant or incorrect, requiring them to evaluate the information and determine its quality. Dalia noted that while ChatGPT provided extensive information initially, aiding in learning about the topic, it also required discernment to distinguish between accurate and less relevant information: In the first stage, the chat gave us a lot of information, which was great because it helped us learn more about the topic. But at the same time, we had to decide which information was really important and accurate and which wasn’t.

Students’ understanding of the limitations of relying solely on the information provided to justify arguments and articulate positions in dilemmas motivated them to examine and assess its reliability. They did so by asking specific questions and consulting established academic references. From the students’ point of view, this careful research and critical evaluation process not only provided them with the opportunity to refine their powers of critical thinking and analysis, it also equipped them with the capacity to critically evaluate the credibility of the information presented. Lina wrote:

I attempted to back up the info I found with academic sources, but then I figured out that the chat isn’t always reliable…. I went through each article that I got results from…to check where is it from, and whether the author actually existed or was just made up… After that, I did another check with other databases. This whole process made me super cautious and thorough in checking everything.

The students expressed unanimous agreement that the need to assess the information provided by the chat forced them to be critical and use evaluation skills. Not only was this a skill they needed to be able to put to good use. It also constituted a challenge in using ChatGPT, as Limor stated that, contrary to reducing critical thinking, proper use of ChatGPT can enhance it by prompting users to reconsider and verify information, despite the challenge:

It might seem that using ChatGPT would make you think less because, well, it’s like chatting to a robot. But actually, if you use it properly and really get into it, it adds a lot to your knowledge and makes you think more broadly and deeper. This is because it makes you think about things over and over again, and double-check the information… it wasn’t easy.

Challenges and barriers in Working with ChatGPT

This category encompasses the various obstacles, difficulties, and limitations encountered by participants while using ChatGPT, including technical issues, comprehension challenges, and frustration. The analysis suggests that despite the students’ widespread agreement on the advantages of using ChatGPT, such as its ease of use, constant availability, and user-friendliness, its accompanying challenges should also be considered. Among these challenges are hesitation in adopting new, cutting-edge technology, difficulties in learning how to use the tool, and language barriers. The language issue was particularly significant, as ChatGPT operates mainly in English, which is not the first language of many of the students. Shir faced difficulties with English translation but viewed it as an opportunity to improve language skills, eventually becoming more comfortable with the chat and reducing reliance on outside translation help:

One big problem I had was writing in English and then translating it to express what I wanted to say. But I decided to take it on as a challenge and use it as a chance to improve my reading and writing in English. Since we didn’t have to use English much, at first it felt like it took forever to understand or read stuff. But gradually, we got the hang of the chat and didn’t need as much help with translating from outside sources.

Some students noted that they also faced some technical issues, revealing the downside of depending exclusively on online tools for studying. For many students, this was their first time using AI including applications like ChatGPT that are built on large language models. As they continued to use it, however, they became more accustomed to it. Ali found initially accessing the GPT chat difficult and, despite its ease of use, experienced issues with site access due to high traffic and occasional freezing, hindering continuous use:

When I first tried the GPT chat for my task, it was a bit tough to get onto the site. But after a while, I noticed that even though the chat is easy to use, it’s got its problems. Sometimes, you can’t even get into the chat because too many people are trying to use it at the same time, and other times, it just freezes up, and you can’t keep using it.

Mastering ChatGPT-Prompting competency

This category involves instances where participants demonstrate proficiency in formulating effective prompts and questions to elicit accurate and relevant responses from ChatGPT. Analysis of the reflective journals revealed that this theme posed a notable challenge for the students, primarily due to their unfamiliarity with the tool. Indeed, they needed to learn how to use the chat effectively to elicit the correct responses and achieve their desired outcomes. Additionally, they encountered challenges in ensuring accuracy and setting the right parameters to establish a reliable and precise database. Despite these obstacles, the students recognized that their efforts to achieve accuracy and their practice of asking repetitive questions were instrumental in developing higher-order thinking skills and being able to organize and manage the required information proficiently. Liya related to this challenge by noted that dealing with inaccurate responses from the model involves clarifying questions with more details, considering alternative answers, and emphasizing the importance of verifying the information received:

Sometimes the model may give you wrong information or answers… to cope with getting answers that are not accurate, you should make your question clearer and add more details. Also think about using different choices of answers. And it is really important to always check the answers you’re getting.

Analysis of the reflective journals showed that systematic demonstration of these activities, along with comprehensive detailing of early learning stages and the cumulative nature of the tasks, provided students the chance to assess and revisit each step retrospectively. This reflective review allowed them to seek explanations for any aspects that were unclear, ask more questions and craft more targeted prompts, and gain a deeper understanding of the entire process. Rim, for example, explained: The chat lets us get information in a series, like being able to ask another question to get a better understanding or clear up something from the first questions we asked. This helped us keep track of everything by linking all our questions together.

Nir noted that the need to aim for accuracy by repeatedly refining the questions really helped in dealing with the assigned tasks effectively:

From my experience with ChatGPT, I have learned that if you want good answers, you have to be really clear about what you are asking. You need to know what you want to achieve with the chat. It is best to give specific instructions to obtain the exact info you need. Also, you should think carefully about the answers you get, making sure the facts are right, and using your own thinking to make wise decisions.

This qualitative study examined the process of introducing and using a pedagogical framework that integrates problem-based learning with the use of ChatGPT among undergraduate healthcare management students. The study also provided a qualitative exploration of their experiences using this technology and assessed how the use of ChatGPT can shift the focus from traditional digital literacy skills to advanced AI literacy skills. It demonstrated how the use of the ChatGPT platform can be managed to encourage the development of critical thinking and evaluation skills through active student engagement. These skills are considered critical for learning and working with AI platforms.

The analysis of students’ reflective journals indicated a perception of the platform as user-friendly. Minichiello et al. [ 54 ] expand the definition of “user experience” beyond mere interaction with user interfaces to include design, information presentation, technological features, and factors related to emotion, personal connection, and experience. Students described their experience with the platform positively, citing it as an incentive for ongoing engagement.

The analysis also showed that the platform’s efficiency was significantly influenced by its high availability and accessibility, which were key factors in its attractiveness to users. This attractiveness was further enhanced by its ease of use. A critical aspect of the platform’s effectiveness was its efficiency in providing key materials in a timely manner, drastically reducing the time required to retrieve information. Users particularly appreciated this aspect of the platform as it streamlined their access to information and significantly improved their learning efficiency. The platform’s ability to deliver relevant information quickly and efficiently was instrumental in its positive reception. In an academic environment where efficient time management and quick access to educational materials are essential, the platform’s ability to meet these needs effectively constituted a notable advantage.

However, students noted initial difficulties and obstacles in utilizing ChatGPT, primarily related to data credibility. These challenges, highlighted in the qualitative data, necessitated the application of critical thinking and conducting various checks to verify the information received. This concern over the credibility of information from AI tools aligns with observations by Mohamad-Hani et al. [ 55 ], who reported similar credibility issues with ChatGPT data among healthcare professionals.

Another significant challenge for the students focused on how to retrieve relevant and accurate information. To this end, they had to refine their question formulation to extract the most relevant and accurate data from the tool. Such challenges have increasingly become a focus of academic attention due to the emerging recognition of the importance of developing prompting skills for effective interaction with platforms such as ChatGPT and other AI tools [ 19 , 20 ].

In terms of digital literacy skills, the findings of this study suggest that basic literacy skills such as locating, retrieving, synthesizing, and summarizing information may become less important as AI systems improve. Yet students still must be trained to evaluate and think critically about AI tools and what they can accomplish, especially since AI technologies like ChatGPT are not always completely trustworthy. Therefore, students need to learn how to evaluate the information these tools provide. These findings also offer some support for the notion that while digital literacy is undeniably recognized as crucial for the 21st century, especially in the healthcare arena [ 36 , 45 ], the definition of digital literacy is changing as technological tools develop. For decades, education focused on developing basic skills. Over time, however, there was a shift toward the cultivation of more complex skills involving information evaluation, synthesis, and assessment [ 56 , 57 ]. Yet as AI continues to penetrate everyday life, there has been a noticeable evolution in the forms of literacy required.

This evolution marks a transition from traditional data digital literacy, which emphasizes a basic understanding and processing of information, to AI digital literacy, which goes beyond mere data consumption to include using digital tools skillfully, understanding the nature of digital content, and effectively navigating the complex digital landscape. This shift reflects the changing demands of a technology-driven society, in which digital literacy is becoming increasingly essential for both personal and professional development [ 58 ]. As AI becomes integrated into different dimensions of work and daily life, especially in the healthcare industry, AI digital literacy will continue to evolve to meet the new demands. This will require a different set of skills, including prompting skills that allow users to better interact with AI tools [ 19 , 20 ].

These results highlight the importance of rethinking the educational use of AI tools such as ChatGPT, potentially leading to changes in future learning curricula. Without the ability to use digital tools, students are liable to fall behind when it comes to adapting to new technologies, thus limiting their ability to learn key skills. Therefore, AI tools must be taught and used in a way that supports students’ holistic learning. These findings align with those of other researchers who focus on the use of the AI platform in education [ 40 , 42 , 43 ]. Such an approach will ensure that students are prepared for the evolving challenges and opportunities of our increasingly digital world. This is especially important in the medical education field, as AI is increasingly being used in different ways to improve the accuracy of disease diagnosis, treatment strategies, and prediction of patient outcomes [ 9 , 10 , 25 , 27 ].

Given that AI technology is still developing and is anticipated to advance and become more widely used [ 21 , 22 ], the need to adapt and acquire new literacy skills is growing. As AI evolves, reliance on traditional basic skills may decline over time, underscoring the importance of learning how to effectively utilize and interact with emerging technologies. Learning to engage with AI tools such as ChatGPT from an early stage in their education can greatly enhance students’ learning experiences. This early exposure will not only provide them with a deeper understanding of these tools. It will also boost their motivation to learn how to use them more effectively, thus highlighting the importance of training students to handle such technologies proficiently. Equally important is the need to guide students through these learning processes to ensure they acquire the necessary skills and knowledge to navigate and utilize AI tools successfully in their educational journey [ 11 ].

Limitations and future research directions

This study utilized a pedagogical framework that integrates problem-based learning with the use of ChatGPT. While the researcher focused on the pedagogical aspect, future research is warranted to compare this digitally supported activity to a non-digital equivalent and examine the impact on students’ literacy and skills. Such a comparison would make it possible to assess what the digital instrument contributes to skill development and to identify any challenges encountered.

The use of this tool across different teaching methods could also be explored to determine whether it is particularly effective for certain types of tasks or requirements. The current study focused on health management. Implementation of this teaching approach in other academic areas should be examined to assess its effectiveness in acquiring competencies in different arenas. The findings of this study highlight the need for further research into the use of AI in learning environments that focus on goal-oriented pedagogy. Such research can help in developing educational strategies that promote the skills essential for lifelong learning.

Conclusions and recommendations

In conclusion, revisiting the research questions in the context of our findings highlights the transformative potential of integrating ChatGPT with problem-based learning in healthcare management education. This study underscores how such integration not only shifts the focus from traditional digital literacy to advanced AI literacy skills but also enhances critical thinking and evaluation capabilities among students. These competencies are indispensable as AI continues to reshape the landscape of healthcare and medical education. AI is emerging as a transformative force that will fundamentally change the global landscape. Although we are still in the early stages of integrating and understanding AI capabilities, its potential to shape our future is clear. Adapting to this digital transformation, especially in healthcare, is crucial [ 4 , 6 ].

Integrating AI into healthcare systems poses significant challenges and raises many unanswered questions [ 9 , 10 ]. These issues require careful consideration and strategic planning to maximize benefits while addressing implementation complexities. The extent and impact of these transformations on the health system and its workforce remain uncertain. However, it is crucial to prepare for these changes at both individual and organizational levels. Educational institutions must update their teaching methods to meet digital demands, recognizing the critical role of educators in developing effective support strategies.

To enable healthcare professionals to integrate AI tools effectively, these tools should be introduced early in education, such as during undergraduate studies or initial professional training [ 9 , 32 , 33 ]. Hands-on experience allows learners to build confidence and understand the tools’ limitations. Additionally, AI tools and especially LLMs such as GPT and their applications, including platforms like ChatGPT, can serve as user-friendly and efficient learning aids, as demonstrated in this research. In addition, researchers should strive to develop innovative pedagogical methods for integrating these tools into different curricula, as exemplified here by the effective use of dilemma-based learning enhanced by ChatGPT. These studies should focus on determining which skills will become redundant and on highlighting essential competencies needed for AI literacy, including prompting, evaluation skills, and critical thinking, all of which are essential for effectively integrating AI and LLMs into medical education and daily practice. Participants in such studies have noted that the acquisition of such skills, particularly in the area of effective prompting, significantly improves the quality of AI responses. Similar to learning a new language, learning to use AI requires precise phrasing and an in-depth understanding of context. Not only will AI skills improve student engagement and comprehension, they will also encourage critical thinking, leading to better educational outcomes. Students who formulate well-structured search queries obtain more accurate responses from AI, which are critical to improving healthcare and learning outcomes.

It is therefore imperative that academia and higher education institutions, including medical education institutions, adopt methods for effectively guiding and training students in using AI. This approach is essential to address the evolving global educational landscape and to embrace the shift in roles. Educators should move from being primarily providers of knowledge to being facilitators of cultural understanding and skill development. Such a shift is essential to promote the transformative evolution of the role of educators in the modern educational context.

Availability of data and materials

Data are available upon request from the Corresponding author.

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Naamati-Schneider, L. Enhancing AI competence in health management: students’ experiences with ChatGPT as a learning Tool. BMC Med Educ 24 , 598 (2024). https://doi.org/10.1186/s12909-024-05595-9

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DOI : https://doi.org/10.1186/s12909-024-05595-9

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Iraq + 1 more

Education and Protection Program Coordinator

• Innovative and Powerful Vision

JOB TITLE: Education and Protection Program Coordinator

LOCATION: Northeast Syria Or Erbil ( 70 % of the time in NES ) ‎

CONTRACT LENGTH: 12 months

ROLE PURPOSE:

The Education and Protection Coordinator will play a crucial role in the coordination and development of a comprehensive education & Protection project in NES Syria that encompasses both formal and non-formal educational settings. This role aims to enhance educational access, quality, and protective environments for children and adolescents, particularly those from vulnerable and conflict-affected communities. The coordinator will ensure the integration of protection principles into educational programming, fostering safe and inclusive learning environments that promote the well-being and holistic development.

IPV is short for Innovative and Powerful Vision (IPV), which originated in Syria in 2016. Beginning as a ‎group of activists, IPV emerged in response to the community’s needs and has been active in Northeast ‎Syria . IPV is a non-profit organization licensed in France , ERBIL , and Northeast Syria ( NES ). Our work ‎encompasses Education , Health & Nutrition , Protection , FSL and Early Recovery . We employ ‎integrated approaches to address immediate humanitarian needs and develop the capacity of ‎individuals through our humanitarian programs‏.‏

KEY AREAS OF RESPONSIBILTY:

Coordination:.

• Establish and maintain effective communication with professional counterparts, NGOs, and coordination working groups in Education and Protection in the NES area.
• Represent IPV in all official meetings related to NES coordination Mechanism.
• Coordinate and actively participate, ensuring face-to-face and Remote attendance in various working groups, task forces, and meetings relevant to each area of expertise.
• Collaborate with relevant stakeholders to ensure smooth program implementation and promote collaboration and knowledge sharing.
• Coordinate with partners to act as active members and participate in coordination meetings hosted by Protection and Education working groups.
• In addition to the mentioned result areas, Edu and Pro Coord remain flexible to take on different assignments in support of the overall programs team in the NES area.

Programs Development:

• Conduct routine field visits to project sites for monitoring progress and providing support to partners.
• Facilitate meetings with partners to closely oversee project advancements, address challenges, and communicate updates effectively.
• Contribute to donor reporting by providing relevant information and insights on a monthly, quarterly, or as-needed basis.
• Assist the Program Manager in developing project plans, defining objectives, goals, and work plans.
• Contribute to the overall project implementation by providing technical expertise and guidance.
• Liaise with donors and advocate for enhancing IPV’s partnership with new donors.

Capacity Building:

• Provide technical input, analysis, and recommendations for reports on Education and Protection projects.
• Conduct training sessions on pertinent program methodologies for Education and Protection.
• Evaluate project performance to identify areas for improvement.

QUALIFICATIONS AND EXPERIENCE:

• Relevant university degree or higher qualification & Experience in Education and Protection field, particularly in Coordination.
• At least 3 years of experience in implementing education projects in a humanitarian/recovery context.
• Strong conceptual and practical understanding of protection issues and approaches in humanitarian contexts, including the constraints/risks and cultural sensitivities of work in NES.
• Demonstrates analytical skills and the ability to build strategies to address Education and protection issues.
• Practice in designing M&E systems , tools, quality data collection, analysis, and use of M&E data for program decision making.
• Strong (but accommodating) leadership skills with the ability to establish and maintain good working relationships in a multi-ethnic, multicultural, and multi-disciplinary environment.
• Strong interpersonal skills and demonstrated ability to work effectively in a team and to lead a team of specialists from a range of fields.
• Flexibility and ability to work under pressure, manage time, and prioritize work to meet deadlines.
• Good communication and reporting skills .
• The candidate should have a track record in successful proposal writing, showcasing their ability to articulate project goals, objectives, and strategies effectively.
• Strong understanding of project management principles and tools, coupled with excellent interpersonal and communication skills, is essential. Proficient user of the MS Office pack.
• The ability to work independently in a dynamic environment is crucial.
• Proficiency in both written and spoken English and Arabic is a prerequisite, with proficiency in Kurdish being desirable.

Note: IPV is an equal opportunity employer committed to diversity, equity, and inclusion. We encourage qualified candidates from all backgrounds to apply. IPV is committed to the safeguarding and safety of children, young people, and adults, and we expect all staff to adhere to PSEA and child protection policies.

The application deadline is 2024-0 6 - 17

How to apply

To submit your application, please visit the following URL:

https://ipv-sy.org/jobs/ education-protection-coord /

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Factsheet: community-led and youth-led initiatives, january - december 2023, humanitarian situation overview in syria (hsos) northwest syria - april 2024, humanitarian situation overview in syria (hsos) northeast syria - april 2024, northwest syria - factsheet (as of 27 may 2024).